Program Balance for Developing and Implementing a Comprehensive Developmental School Counseling Program

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Program Balance The ASCA National Model and the Texas Model both emphasize the importance of program balance when developing and implementing a comprehensive, developmental school counseling program (ASCA, 2012; Texas Counseling Association, 2004). Program balance is important as a counselor should spend 80 percent of his/her day working with and for students either in a direct or indirect capacity. A written program can assist counselors in tracking their time and provide data when setting district counseling goals and objectives (ASCA, 2012). ASCA National Model The ASCA National Model breaks down delivery through two types of student services: direct and indirect. According to the ASCA National Model (2012), “Direct student services are in-person interactions between school counselors and students” (p. 83). Direct services are delivered through three elements: school counseling core curriculum (instructions and group activities); individual student planning (appraisal and advisement); and responsive services (counseling and crisis response) (ASCA, 2012). Indirect services are provided on behalf of students as a result of the school counselor’s collaborations with others (ASCA, 2012, p. 83). By way of indirect services, counselors provide leadership and advocacy which lead to and enhance student achievement. Indirect services are delivered through strategies such as referrals, consultation, and collaboration (ASCA, 2012). Through direct and indirect services, counselors make an impact on students and the development of academics, career, and personal/social issues (ASCA, 2012). The Texas Model The Texas Comprehensive, Developmental Guidance and Counseling Program Model provides four components: guidance curr... ... middle of paper ... ...coming more prevalent each school year. The Texas Model may see an increase in the desired percentages of responsive services as immediate student needs continue to increase each school year. Counselors must learn to be flexible yet maintain the counseling program balance as much as possible so all needs are met. References: ASCA. (2012). The ASCA national model: A framework for school counseling programs (Third ed.). Alexandria, VA: American School Counselor Association. Texas Counseling Association. (2004). A model comprehensive, developmental guidance and counseling program for Texas public schools: A guide for program development Pre-K-12th grade. Austin, TX. Retrieved from
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